SAMPLE LESSON - EPS

SAMPLE LESSON

Designed Specifically for the 3 Tiers of RTI Grades K ? 3

RTI

Level A: Lesson 24 (Short a)

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Phonics PLUS A ? Lesson 24

From the Teacher's Edition

UNIT 1 LESSON 24a

Cats

Objectives

To comprehend expository text To practice reading text with short a words

DIRECT INSTRUCTION

Teacher Note: Informational texts are an important genre in children's literature. Cats is an example of expository text. Unlike narrative text (whose purpose is to tell a story), the purpose of expository text is to present information to inform, explain, or instruct.

Write the word cats on the board and have children read it. Create a KWL chart on cats. Write the letters K, W, and L as column heads on the board. Ask children to name the letters. Explain that you want the children to tell you what they already know about cats (K) and what they would like to learn (W). Explain that after they have finished reading, they will tell you what they have learned (L).

Record children's responses under K. Then ask them what else they would like to know about cats and record their responses under W.

Help the children find page 50 in their books.

Use the Literature Chart to model finding the title Cats at the top of the page. Use the passage as either a guided reading or shared reading activity. Since the passage contains words with which children may not be familiar, model flexible reading strategies by using context and picture clues to determine the pronunciation of unknown words.

Once children are comfortable with the text, record their responses about what they have learned from the selection in the L column of the KWL chart.

Read the discussion question at the bottom of the page and talk about it with the class.

Fluency

Have children reread the passage together a number of times for fluency practice.

50

Expository Text

Cats

Cats move fast. A cat can jump. A cat can stand still. A cat can sit.

Cats can be big. A lion is a big cat.

Cats can be little. A kitten is a little cat.

A cat can catch a rat. A cat can catch a mouse. A cat can sit on your lap.

Cats can be good pets. And that's a fact!

Think &Talk

Why do cats make good pets?

50

24a Listen to the text, then read it. Discuss the question at the bottom of the page.

DIFFERENTIATED INSTRUCTION

Literature Connection

Read aloud other informational books about cats, such as The True-or-False Book of Cats by Patricia Lauber and Cats by Amanda O'Neill.

Reteach and Practice, p. 20 Learning Differences, p. 57 English Language Learners, p. 28

CENTERS

Reading

Prepare 8?12 sets of four short a word cards. One player deals four cards to each player, then places four cards face up and the remaining cards in a

PhonicsPLUS

Phonics PLUS A ? Lesson 24

From the Teacher's Edition

Name

What Did You Learn about Cats?

1. Cats can move fast.

yes

2. Cats can be big or little.

yes

3. Cats say "bow wow."

no

4. Cats can catch rats.

yes

5. Cats can drink water.

no

Write your own sentence about cats using some of these words:

cat

can

lap

rat

Answers will vary.

24b Write yes if the answer to the statement is in the text and no if it is not in the text. Then write your own sentence about cats.

51

? Educators Publishing Service. All rights reserved. Copying strictly prohibited.

pile. One player tries to match a card with a card on the table. The player shows the card, reads it, and takes the match. If there isn't a match, the player discards the card onto the table and takes another card from the pile. Players continue until all cards are matched.

Writing

Display a poster with the word cat in the center, and other words with short a, such as rat, ham, fan, pan, cap, tap, lap, fat, and sad, around it. Invite children to create a page for a book about a cat. Have each child draw a picture of a cat and write a sentence to label the picture. Encourage children to use some of the words on the poster in their labels. Compile pages into books to share in the Learning Center.

Language

Prepare sentence strips with sentences about cats using short a words such as The cat naps on a mat. Cut the words in each sentence into separate pieces and place the words in an envelope. Invite children to choose an envelope and arrange the words to make a sentence that makes sense. Have children read their sentences aloud to one another.

LESSON 24b

What Did You Learn about Cats?

Objective

To locate details in an expository passage to support answers

DIRECT INSTRUCTION

Reread with the class the passage on page 51. Read the title of this activity, "What Did You Learn about Cats?"

Help the children find page 51 in their books. Directions: Write Yes if the text about cats told you this. Write No if the text about cats did not tell you this.

Make sure children understand that they write Yes if the information is given in the passage and No if the information is not given. Explain that an answer can be true but not in the passage. Remind them that they will have to find the words that support their answers.

Read the statements with the children. Model flexible strategies--using context clues and picture clues, decoding, and so on--to identify words that may be new.

Have children find sentences in the passage that support responses to items 1, 2, and 4.

Discuss item 5 with the class. Point out that while cats do, indeed, drink water, this fact is not contained in this passage.

Have children read aloud to the class the sentences that they write about cats.

Reading Comprehension

51

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Phonics PLUS A ? Lesson 24

From the Student Edition

Cats

Cats move fast. A cat can jump. A cat can stand still. A cat can sit.

Cats can be big. A lion is a big cat.

Cats can be little. A kitten is a little cat.

A cat can catch a rat. A cat can catch a mouse. A cat can sit on your lap.

Cats can be good pets. And that's a fact!

Think &Talk

Why do cats make good pets?

50

PhonicsPLUS

24a Listen to the text, then read it. Discuss the question at the bottom of the page.

Phonics PLUS A ? Lesson 24

Name

What Did You Learn about Cats?

1. Cats can move fast.

From the Student Edition

2. Cats can be big or little.

3. Cats say "bow wow."

4. Cats can catch rats.

5. Cats can drink water.

Write your own sentence about cats using some of these words:

cat

can

lap

rat

? Educators Publishing Service. All rights reserved. Copying strictly prohibited.

24b Write yes if the answer to the statement is in the text and no if it is not in the text. Then write your own sentence about cats. PhonicsPLUS

51

Phonics PLUS A ? Lesson 24

From the Reteach and Practice Differentiated Instruction Guide

UNIT 1

LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

LESSONS 22?24

Spelling and Building Short a Words/Short a Word Wall/ Expository Text

Student Edition pages 46?51 BLMs 20 and 21

Objectives

To reteach and reinforce segmenting individual sounds of words To build, spell, and decode short a words To comprehend meaning in simple sentences To reinforce the distinction between narrative and expository text

RETEACH AND REINFORCE

Reinforce with the children that words can be divided into onset and rime (c-at, b-ag, tr-ap, etc.). Words can also be broken into each one of their sounds, also called phonemes (c-a-t, b-a-g, t-r-a-p, etc.). Play Can You Guess This Word? Say words sound by sound (s-a-d, b-a-t, f-l-a-g, etc.) and see if the children can figure out the words. Then have them try it for you or other classmates to guess.

Draw three or four empty squares on the board horizontally. As you say a word sound by sound, point to a square for each sound you say. Say a short a word like map. Have the children say the first sound as you write that letter in the first square. Continue sound by sound. Do this with several other words (lad, rap, tag, crab, grab) to show that words may have different numbers of sounds.

PRACTICE

Have the children take out the two-inch square letter cards they made in Lesson 21; they may need to make additional cards to supplement their letters, or use the letter cards they created in Lessons 1 and 4. Call out a word, dragging out sounds, and have the children build it around the a. Do this with many words (examples: ban, bad, mad, sap, cap, can, fast, fan, ram, nap, had). Have the children take turns at the board writing the words and drawing out the sounds as they write.

Help the children see what they need to do to change words to new ones. Do they need to add a letter, remove a letter, change a letter at the beginning, at the end, both? Write ban on the board and change it to can by erasing the b and replacing it with c. Other examples include: bag to band, bang; had to sad, hand, hang. Make a Word Wall of all the short a words you can think of together, including the appropriate Star Words. Have the children practice reading the words with a partner.

Have the children take out the Star Words a, the, in, is, and here, in addition to the short a key word cards ant, cat, hat, and van. Dictate a sentence for them to build, then write it on the board (Examples: The ant is in here./Is the hat here?/The cat is in the van.) Remind the children that capital letters begin sentences and proper punctuation marks end them. Do a few together, then have the children try to come up with other sentences by using other short a words.

20

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Phonics PLUS A ? Lesson 24

From the Reteach and Practice Differentiated Instruction Guide

UNIT 1

To achieve fluency, struggling readers need to have multiple opportunities to practice reading these words in context. The activity sheets for "Ar-A-Rat" (Lesson 20), "Ask Nat the Cat" (Lesson 23), and "Cats" (Lesson 24) offer opportunities for practice.

APPLY

Distribute BLMs 20 and 21. BLM 20 asks the children to spell words first by onset and rime, then sound by sound. Be sure to identify the pictures together: cat, rat, bat, pan, bag, map. After reviewing the pictures in the first column, do the first word in the second column together, emphasizing each sound. Remind the children that all these words have three sounds--a beginning, middle, and end--and that in this part of the exercise, both the beginning and ending sounds will change. The bottom part of the page presents the children with simple phrases of short a words.

BLM 20 Directions: All of the words in the first column rhyme. Look at the pictures in the first column and write the words on the lines next to their pictures. Look at the pictures in the second column. These pictures share a middle sound with the words alongside, but the beginning and ending sounds are different. Change the beginning and ending sounds, and write the new words on the lines next to their pictures. At the bottom of the page draw pictures of each of the phrases.

BLM 21 allows the children to practice reading short a words in simple sentences. You may wish to do choral reading of the text to build fluency. Remind the children about the proper use of question marks. (If needed, review by passing out two notecards to each child, and have them write a question mark on one and a fat period on the other. Ask some questions and make some statements. Have the children hold up the questionmark cards after the questions and the period cards after the statements.)

Some of the BLM 21 comprehension questions ask the children to make simple inferences, so have the children explain their answers. Show them, for example, that the story says that Dan is Sam's pal, so the answer to the question: "Is Sam mad at Dan?" is "No." Even though the story does not specifically say that Sam is not mad at Dan, we know the answer is no because they're pals and they are smiling in the picture.

BLM 21 Directions: Look at the picture and read the story. Then read the questions and circle the thumbs-up if the answer is yes or the thumbs-down if the answer is no.

After the children have completed BLMs 20 and 21, review the difference between narrative text, which tells a story, and expository text, which gives factual information. Recall that the text they read about cats in their student books is expository text because it presents factual information. If the BLM 21 story about Sam at bat had been expository, it might have given information about how to play baseball or the history of baseball. Brainstorm some other things an expository story about baseball could include. Try writing a simple, short expository paragraph with the children about some aspect of baseball that they have talked about, and compare it to the story on BLM 21.

Reinforce with the children that when you are reading something that gives you information, it helps to think about what you already know about the subject, then what you would like to learn more about. Thinking about questions you would like answered helps you pay attention to what you are reading.

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21

Phonics PLUS A ? Lesson 24

From the Reteach and Practice Differentiated Instruction Guide

Name

BLM 20 Spelling and Building Short a Words

Look at the pictures in the first column and write the rhyming words on the lines. Look at the pictures in the second column. The beginning and the ending sounds change. Write the word for each picture.

1.

4.

cat

a

2.

5.

at

a

3.

at

6.

a

Draw a picture of:

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a fat cat

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a fast bat

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